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ASARJANAPENDIDIKANTHESIS

l a it r a P s a d e t n e s e r

P Fufllimentoft heRequirement s

e h t n i a t b O o

t SarjanaPendidikanDegree n o it a c u d E e g a u g n a L h s il g n E n i

y B

ir a i n e Y n a y a W i N

: r e b m u N t n e d u t

S 081214150

H S I L G N

E LANGUAGEEDUCATIONSTUDYPROGRAM

N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D

N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F

Y T I S R E V I N U A M R A H D A T A N A S

A T R A K A Y G O Y

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ASARJANAPENDIDIKANTHESIS

l a it r a P s a d e t n e s e r

P Fufllimentoft heRequirement s

e h t n i a t b O o

t SarjanaPendidikanDegree n o it a c u d E e g a u g n a L h s il g n E n i

y B

ir a i n e Y n a y a W i N

: r e b m u N t n e d u t

S 081214150

H S I L G N

E LANGUAGEEDUCATIONSTUDYPROGRAM

N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D

N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F

Y T I S R E V I N U A M R A H D A T A N A S

A T R A K A Y G O Y

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, g n i n r o m e h t n i p u e k a w u o Y

? o d o t g n i o g e r a u o y t a h w w o n k u o y o D

? u o y r o f g n it i a w e r a t a h t s t n e m t n i o p p a y n a e v a h u o y o D

? y a d r u o y d n e p s u o y l li w w o H

o y l l a t a t i e t s a w T O N O

D usee,

e c n o t i e v il y l n o u o Y

. e b n a c t i t a h t t s e b y r e v e h t ti e k a M

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e r a l c e d y lt s e n o h

I thatt hist hesis ,which Ihavew irtten ,doe sno tcontaint hework e h t d n a s n o it a t o u q e h t n i d e ti c e s o h t t p e c x e , e l p o e p r e h t o f o k r o w f o s tr a p r o

. d l u o h s r e p a p c if it n e i c s a s a , s e c n e r e f e r

, a tr a k a y g o

Y January15 ,2013

,r e ti r W e h T

ir a i n e Y n a y a W i N

5 1 4 1 2 1 8

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e h T , d o G o t e d u ti t a r g t s e t a e r g y m y a s o t e k il d l u o w I , ll a f o t s ri

F Supreme

r e h t a

F ,fo rHi sneve rending guidance ,love, and blessing lla ym lfie .Healway s e

m f o e r a c s e k a t d n a s p l e

h sot hat I can ifnisht hist hesis .Ir eailzedt ha tHe alway s y

a w a s e k a

m whent heres eemst obenoway.

My deepes tgrattiudeand appreciaiton also go to my advisor ,Carla Sih .

m u H . M , . d P . S , i r a d n a b a r

P , fo r he r patience , wliilngness , encouragement , s

a e d i f o n o it u b ir t n o c d n a , e c n a d i u

g t om de u irngt heproces so fw iritngt histhesis . I ma deeplyi ndebted to he rfo rhe rgrea teffo tri n l eadingmet o accompilsh thi s

. s i s e h

t Ia lso thank Sr iSuryan it ,S.Pd. ,fo rthe oppo truntiy given to me to h

c r a e s e r e h t t c u d n o

c i n he rclass i n X IIPS 3 .My t hankfulnes salso goes t o a ll k

o p e D 1 i r e g e N A M S n i 3 S P I I X f o s t n e d u t

s in 2011/2012academicyear rfo

h c r a e s e r e h t g n ir u d n o it a r e p o o c r i e h

t process.

o s l a d l u o w

I show my grea tappreciaiton t o Drs .Barl iBram ,M.Ed. , D

. h

P ., fo rbeing t he proofreade ro fmy thesi sand al lP BI lecturers in Sanata e

m g n i d i u g d n a g n i h c a e t r o f y ti s r e v i n U a m r a h

D du irngmys tudyi nt heuniverstiy. ,

s f f a t s y r a t e r c e s I B P o t s e o g o s l a e d u ti t a r g y

M MbakDhani da n MbakTari ,and

y ti s r e v i n U a m r a h D a t a n a S n i s n a i r a r b il l l

a whohadgivent hei rbests ervices . t

b e d t a e r g a e w o

I to mygreates tsponsor ,SisterPatriciaLawrence, who .

y ti s r e v i n U a m r a h D a t a n a S n i y d u t s o t y ti n u tr o p p o e m n e v i g d a

h Wtihou therl ove

d n i k d n

a ness , Iwould no thave studied here .My grattiude also goe sto Sister a

k a

T fo rher l ove ,kindness ,encouragement ,and moitvaiton so Ican ifnish my d

l u o w I . s i s e h

(11)

x o

t e m d e tr o p p u s d n a d e p l e

h improvemyseflt obeabette rperson by giving grea t y

d u t s o t e m r o f y ti n u tr o p p

o .

Iamgoing toexpressmydeepes tgrattiudet omybelovedparents ,Bapak I n

a w a m s u K n a m o y

N and Ibu N iNengah Srikan it ,fo rthei rgrea tlove and s

s e n d n i

k t o me . Iam rtuly blessed to have them in my lfie . Ialso thank my ,

r e t s i s r e g n u o

y N i Kadek Endriyani and my younge r brother , I Komang a

m r a h

D Diaksa ,for t heri love, suppor tand j oke sdu irng t he proces so fw iritng .s

i s e h t s i h

t

Ialso thank all m y friend sespecially Anisa , eM tia ,Mbak Setyo ,Ika , ,

a g g n

A Bang Franky , Romo Richi , and Nofa f or the grea t moment s and r

e h t e g o t d e r a h s d a h e w h c i h w s e c n e ir e p x e l u f r e d n o

w du irngmystudyi nPBI. My

o t s e o g o s l a e d u ti t a r

g Ayufo rhe rwliilngnesst obet heproofreade ro fmyt hesis . I n

a h

t k Tika and Esther ,fo rbeing my grea tobservers du irng my resear .ch Ialso n

i s d n e ir f y m k n a h

t ExoitcCompany ,especiallyMike ,Atma,and Eilsfort hei r a

h f o t ir i p

s rd work they have shared. Ialso thank al lmy firend sin PB I2008 , e

r a o h w e s o h t y ll a i c e p s

e inPB IC fort hegrea tmomen tdu irngmy study i nPBI . Iamveryhappyt ohaveknownt hemi nmyl fie.

t s e p e e d y m , y ll a n i

F regard go to al lpeople and al lmy friends who tr

o p p u

s me in ifnishing my thesis, which o Ic uld no tmeniton here one by one. MayGodalway sblesst hem.

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.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . E G A P E L T I

T ... i

E G A P L A V O R P P

A S... .... ii .. E

G A P N O I T A C I D E

D ... iv Y

T I L A N I G I R O S ’ K R O W F O T N E M E T A T

S ... v I

S A K I L B U P N A U J U T E S R E P N A A T A Y N R E

P ... .. ... vi ..

.. .. .. . T C A R T S B

A ... vii R

T S B

A AK... iv ii ..

.. .. .. .. .. .. .. .. .. .. S T N E M E G D E L W O N K C

A ... x....i ..

.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . S T N E T N O C F O E L B A

T ... xi T

S I

L OFTABLES... . xv .. T

S I

L OFFIGURES... ... xvi .. T

S I

L OFAPPENDICES... .... x iv i

N O I T C U D O R T N I .I R E T P A H C

.

A ResearchBackground... .. 1 .... .

B ResearchProblem... 3 .. .

C ProblemLimtiaiton... 4 .... .

D ResearchObjecitves... 4 .... .

E ResearchBeneftis...4 .

F Deifniitono fTerm .s... ... ...5

E R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H C

.

A Theoreitca lDescirpiton... 8 .... .

1 CooperaitveLanguageLearning... ... 8 .. .

a Deifniitono fCooperaitveLanguageLearning.. ... 8 .

b KeyElement so fCooperaitveLanguageLearning... 01 )

1 PosiitveI nterdependence... 01 )

2 TeamFormaiton... .. 1.. 1 )

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ii x )

4 Socia lSkills... .. ... . .. 21 )

5 Srtuctu irngandSrtucture .s... 21 .

c Teacher’ sRolesi nt heCooperaitveLanguage m

o o r s s a l C g n i n r a e

L ... ... ... . 13 .... )

1 Teache rasi nqurie .r... .. ... . 31 )

2 Teache ra screato .r... .. .. 41 )

3 Teache ra sobserve.r... .. ... . 51 )

4 Teache rasf aclitiato .r... . .. ... . 51 )

5 Teache ra schangeagent... 51 .

2 Mo itvaiton... 16 .

a Deifniitono fMoitvaiton... 6..1 .

b Type so fMoitvaiton... 7..1 .

c Indicator so fMo itvaiton... 7....1 .

3 TeachingandLearningSpeakingi nSenio rHighSchool.. ... . 81 .

a Teacherss houldbeawareoft hedfiference sbetween g

a u g n a l d n o c e

s eandf oreignl anguagel earning t

x e t n o

c s... 91 .

b Teacherss houldgivepracitcef o rboth lfuencyand r

o f y c a r u c c

a thes tudents... 9..1 .

c Teacherss houldprovideoppo truniitesf ors tudents s r e h c a e t g n it i m il d n a k r o w p u o r g g n i s u y b k l a t o t

k l a

t ... .... 91

.

d Teacher splans peakingt askst hati nvolve .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. g n i n a e m r o f n o it a it o g e

n ... .. .... ... 02

.

e Teacher sdesignclassroomacitviitest hati nvolve d n a l a n o it c a s n a rt h t o b n i e c it c a r p d n a e c n a d i u g

g n i k a e p s l a n o it c a r e t n

i ... .... ... 0..2 .

4 Characteirsitc so fSenio rHighSchoo lStudents... 02 .

5 ClassroomAcitonResearch... ... .. .... .. ... 21 .

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b Mode lo fClassroomAcitonResearch... ... ... 21 .

B Theoreitca lFramework... 22

Y G O L O D O H T E M . I I I R E T P A H C

.

A ResearchMethod... .. .... .... 24 .

B ResearchSetitng... ... . 26 .... .

C ResearchParitcipant .s... .... . . 27 .... .

D ResearchI nsrtumentsandDataGatheirngTechnique... .. 27 .. .

1 Observaiton... .. .... .. . . 28 .... .

a ObservaitonCheckilsts... .. 28 .. .

b FieldNotes... ... .. ... .. 92 .

2 Quesitonnarie... . ... .. .... . .... 13 .

3 Interview... ... .. .... 23 .

4 Tests... .. .. ... 33 .

5 Students ’Diaires... . ... ... . 43 .

E DataAnalysi sTechnique... . ... ... . 3 6 .

F ResearchProcedure... . 8....3

N O I S S U C S I D D N A S T L U S E R H C R A E S E R . V I R E T P A H C

.

A CycleOne... . 1....4 .

1 MeeitngOneo fCycleOne... ... .. . ... .. . . 1.... 4 .

a Planningt heFris tMeeitngo fCycleOne... 14 .

b AcitngandObservingt heFris tMeeitngofCycleOne... 44 .

c Relfecitngt heFris tMeeitngofCycleOne... 84 .

2 MeeitngTwoo fCycleOne... .... ... 45 .

a Planningt heSecondMeeitngo fCycle eOn ... 45 .

b AcitngandObservingtheSecondMeeitngo f e

n O e l c y

C ... 65 .

c Relfecitngt heSecondMeeitngo fCycleOne... 16 .

B CycleTwo.. ... ... . 9.... 6 .

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v i x .

b AcitngandObservingt heCycleTwo... .. .... . . 17 .

c Relfecitngt heCycleTwo... 57

N O I T A D N E M M O C E R D N A S N O I S U L C N O C . V R E T P A H C

.

A Conclusion. .... ... . 5.... 8 .

B Recommendaitons .... ... ... ... . . 7.... 8

S E C N E R E F E

R ... . 9.... 8 S

E C I D N E P P

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T .3 .1 Bluep irn to fobservaitoncheckilstsf ors tudents ’acitviites.... ... . 8.. 2 e

l b a

T 23 . . Bluep irn to fobservaitoncheckilstsf ort eacher’ sacitviites.... ... ... 92 e

l b a

T 33 .. Bluep irn to fifeldnotesf o routsideobserver... 13 e

l b a

T 43 . . Bluep irn toft hequesitonnarief o rclose-endedquesitons... 13 e

l b a

T 53 .. Bluep irn toft hequesitonnarief o ropen-endedquesitons... 23 a

T eb 6l 3 . B. luep irn to fquesitonsf ori nterview... 33 e

l b a

T 73 . B. luep irn to fquesitonsf ors tudents ’diaires... 43 .

1 . 4 e l b a

T TheFocu sgroup’ss peakingt te rs esutl so fmeeitngonei ncycle o en ... 35 .

2 . 4 e l b a

T Thecomparaitonoff ocu sgroup’s peakingt estr esutlsi n g

n it e e

m oneandmeeitngt woo fcycleo ....ne ... 56 e

h T . 3 . 4 e l b a

T comparaitonoff ocu sgroup’s peakingt estr esutlsi ncycle e

n

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s e r u g i F

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r u g i

F .2 .1 Kemmi sandMcTaggar’t sm eod l co f lassroomaciton

research... 22 .

1 . 4 e r u g i

F Thepercentageoff ocu sgroup’ss peakingt estr esutl so f e

n o e l c y c n i e n o g n it e e

m ... 25 e

h T . 2 . 4 e r u g i

F focu sgroupprogressi ns peakingi ncycleone... 66 o

w t g n it e e m n i g n i k a e p s s ’ p u o r g s u c o f f o e g a t n e c r e p e h T . 3 . 4 e r u g i

F .... ... 97

e h T . 4 . 4 e r u g i

F percentageoff ocu sgroupwhos ucceededorf aliedt o s

s a

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x i d n e p p

A

Page r

e tt e L . 1 x i d n e p p

A o fPermissionfromt heMayo ro fSleman.. .. .... ... 19 .

2 x i d n e p p

A ResearchOf ifcia lStatemen tfromSMA Nege ir1Depok.. .. ... .... . .. 3.. 9 e

p p

A n .dix3 LessonPlans andTeachingMate iral so fCycleOne... .. .. 5.... 9 .

4 x i d n e p p

A LessonPlanandTeachingMateiral so fCycleTwo... . 2..1 1 .

5 x i d n e p p

A ObservaitonCheckilsts fo MeeitngOne i nCycleOne... .. 0.. 1 2 x

i d n e p p

A 6 .ObservaitonCheckilsts fo MeeitngTwo i nCycleOne... 51 2 .

7 x i d n e p p

A ObservaitonCheckilsts fo CycleTwo... 01 3 p

p

A endix8 .FieldNote sofMeeitngO ne inCycleOne... ... 9.. 1 3 .

9 x i d n e p p

A FieldNote so fMeeitngTwo i nCycleOne... 21 4 x

i d n e p p

A 1 .0 FieldNote so fCycleTwo... 61 4 1

x i d n e p p

A 1 .TheSummaryo fStudents ’Dia ires... . 1..1 5 1

x i d n e p p

A 2 .Quesitonnarie... 51 5 p

p

A endix13 .TheRawDatao fQuesitonnarie... .... .. 01 6 1

x i d n e p p

A 4 .TheSummaryo fDataf romQuesitonnarie... 71 6 1

x i d n e p p

A 5 .InterviewGuideilne... .. 5.... 1 7 .

6 1 x i d n e p p

A InterviewTranscirpts .... ... . 7....1 7 1

x i d n e p p

A 7 .Students ’SpeakingTes tResutls... ... ... . 0..1 9 1

x i d n e p p

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t n e s e r p o t e k il d l u o w r e h c r a e s e r e h t ,r e t p a h c s i h t n

I thei n rtoduciton oft he

e r a y e h T . s tr a p x i s o t n i d e d i v i d s i r e t p a h c s i h T . h c r a e s e

r research background ,

n o it a ti m il m e l b o r p , m e l b o r p h c r a e s e

r ,research objecitve ,research beneftis ,and

.s m r e t f o n o it i n if e d

.

A ResearchBackground

g n i k a e p

S i sone o fthe skill swhich ha sto be mastered by senio rhigh

. s t n e d u t s l o o h c

s M tos studentsinI ndonesiahavebeenl earningEngilshsincet hey

e r

a in the kindergatren .However ,no tmany o fthem are famiila rw tih using

o r s s a l c e h t n i e t a c i n u m m o c o t h s il g n

E om .Theyarer eluctantt ospeak Engilshand

o t d n e

t u sethei rmothert ongueort hei rsecondlanguage( BahasaI ndonesia) .Thi s

s i t a h t m e l b o r p e n o s

i mosltyfoundi ns enio rhighs choolsi nI ndonesia.

The example o fthe case above i sX IIPS 3 student sin SMA Neger i1

k o p e

D . They arealso reluctantt o speak Engilsh .When theresearche rwa sdoing

r e

h Program Pengalaman Lapangan in the class ,the researche rfound tha tthe

s t n e d u t

s lacke d wliilngness in using Engilsh .They tende d to use thei rmothe r

e u g n o

t whent heyw ereaskedce trainquesitonsr elatedt othem tae ira levent hough

r e h c a e t ri e h

t h aad rleady asked t hem t o useEngilsh. tI wa sbecause they klac e d

n o it a v it o

m to speak Engilsh; they w ereafraid o fmak ming istake so rthey l acke d

fl e

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e t a t

s t hat using cooperaitve language learning method “enhance learne r

n o it a v it o

m , reduce learne r srtess , and create a posiitve affecitve classroom

e t a m il

c ” .Joyce ,Wei l& Calhoun (2009 )a dd tha tcooperaitve l anguagel earning

d o h t e

m creates students’f eeilng o fbeing r espected and cared fo rby t herif irend s

h c i h

w c an create posiitve atmosphere whlie learning . eB cause i treduce sthei r

e li h w e r e h p s o m t a e v it a r e p o o c d n a e v it i s o p g n it a e r c y b h s il g n E k a e p s o t s s e rt s

, g n i n r a e

l student scan work and l earn togethe rwtih t hei rfirends .They also can

e s a e r c n

i thei rmoitvaitont ospeakEng ilshi nt heclassroom.

t n e m e l p m i o

T themethod i n t heclassroom, t heresearche rdid Classroom

c

A iton Research (CAR) . Classroom aciton research i s teachers ’ aciton i n

e l p m i y b s g n i h c a e t r i e h t g n it a u l a v

e menitng i tin the classroom whlie other s

s n i k p o H ( t i e t a u l a v

e ,2008 .) Merlte r(2009 )add stha tthi sresearch i sdone by

r e tt e b s m o o r s s a l c r i e h t d n a t s r e d n u o t s e v l e s m e h t r o f s r e h c a e

t especially thei r

o t r e d r o n i e n o d t n e m s s e s s a r i e h t d n a , g n i h c a e t n i d e s u s d o h t e m r i e h t , s t n e d u t s

y ti l a u q s ’ g n i h c a e t r i e h t e v o r p m

i .Thi saciton i scycilcal ,which mean sthat the

s s e c o r p r o n o it c a f o s p e t s e m a

s i sdone repeatedly to ge tsome improvemen t

) 8 0 0 2 , y e h c n i H

( . In orde rto know the students ’improvemen tin the learning

.s e l c y c e m o s d i d r e h c r a e s e r e h t ,s s e c o r p

.

B ResearchProblem

, h c r a e s e r s i h t n

I ther esearche rformulate soner esearchproblem:

w o

H doe scooperaitve language learning method increase X IIPS 3 students ’

n o it a v it o

(22)

4

.

C ProblemLimtia iton

h

T e researche r ilmtist heparitcipants in t hi sresearch .Theparitcipant so f

h

t i sresearch are 38 student so fX IIPS 3 fo SMA Negeri 1 Depok ,Yogyakatra .

h t f o e s o p r u p e h

T i sresearch i st o overcomeoneo ftheurgent problems found i n

s s a l

c X I IPS 3 related to the students ’moitvaiton to speak Engilsh. In most

c e h t n i e n o d s e it i v it c

a lass ,the student sseemed unmo itvated to speak Engilsh .

e h t , e r o f e r e h

T researche roffere dtheuseofcooperaitvel anguagel earningmethod

o

t increasestudents ’moitvaiton tospeakEngilsh .By usingcooperaitvel anguage

learning method ,student swould be more enthusiasitc in the learning proces s

m e m r e h t o e s u a c e

b ber swould help them. Besides ,the use o fthi smethod can

,s s e c o r p g n i n r a e l e h t n i n o it c a r e t n i s ’t n e d u t s h c a e e z i m i x a

m especially wtihin

( s p u o r g r i e h

t Richard s&Rodgers ,2001 ,p .192). Therefore,t her esearche rilmtie d

e s a e r c n i o t d o h t e m g n i n r a e l e g a u g n a l e v it a r e p o o c f o e s u e h t o t n i h c r a e s e r s i h

t X I

3 S P

I students ’moitvaitont so peakEngilsh inSMANeger i1Depok.

.

D ResearchObjecitve

o t s i h c r a e s e r e h t f o e v it c e j b o e h

T increase et h mo itvaiton fo X IIPS 3

f o s t n e d u t

s SMA Negeri 1 Depok ot speak Engilsh. The soluiton i sby using

c poo eraitvel anguagel earningmethoddu irngt heclassacitviites.

.

E ResearchBeneftis

a t b o e b n a c t a h t s ti f e n e b e m o s e r a e r e h

T ined byXII PS3 students fo SMA

(23)

.

1 Thes tudent so fXII PS3 fo SMANegeri1Depok h

c r a e s e r s i h

T madeXII PS 3studentsmoremoitvated t ospeakEngilsh , to

, s n o it s e u q s ’ r e h c a e t r e w s n

a togivethei ropinionsr elatedt o mateiral sdiscussedi n

s s a l c e h

t ,and t o speak wtih t hei rfirends .Beside ,s t hey could enjoy morein t he

s s a l c n i s s e c o r p g n i n r a e

l roombyworkingt ogether .

.

2 Teachersi nSMANege ir1Depok h

c r a e s e r s i h

T ’ s resul tmade teachers i n SMA Negeri 1 Depok ,especially

c a e t h s il g n

E h ers more creaitve in ifnding atrtacitve method sfo rthe student sto

r e h c a e t e h T . h s il g n E n r a e

l s canalso u secooperaitvel anguagel earningmethod in

y B . s t n e d u t s e h t g n i h c a e

t implemenitng thi smethod, t he t eachers can help t hei r

it a r e p o o c k r o w o t s t n e d u t

s vely and help each othe rin clas .s Fu trhermore ,the

e z i m i n i m o t s t n e d u t s e h t p l e h n a c s r e h c a e

t theri anxiety in learning by doing

k r o w p u o r

g .

.

3 Thefuture researchers

h c r a e s e r s i h

T ’ s resul ten irche d the future researchers ’knowledge related

o c f o e s u e h t o

t operaitve acitviite s in the classroom . Besides , th e future

s r e h c r a e s e

r who research the same topic may use the resul to fthi sresearch a s

d n u o r g k c a b h c r a e s e r ri e h

t orr eference.

.

F De ifniitono fTerms

e r a e r e h

T somet erm susedint hisr esearch. Toavoidmisunderstanding,i t

(24)

6

.

1 Coopera itveLanguageLearning

r e p o o

C aitve language learning i sa learning proces sin which student s

p u o r g l l a m s n i r o s ri a p n i k r o

w s (Richards & Rodgers ,2001). Douglas (1978)

t a h t s d d

a in cooperative work ,peoplewho have dfiferen tskills ,knowledge, and

. p u o r g a n i h ti w r e h t e g o t k r o w s e c n e ir e p x

e I tmeans t hati n agroup, t herewli lbe

l p o e

p e iwth dfiferen tpersonailites ,skills ,expe irences ,and knowledgewho work

a o t r e h t e g o

t chievet hesamegoal .Becausei ti screated toachievet hesamegoal ,

.s r e h t o e h t e t a v it o m d l u o w r e b m e m h c a

e In thi sresearch ,the researche rassign

k r o w p u o r

g and givet hemcooperaitveacitviitesr elatedt ospeakingso t heycould

e h t f o s r e b m e m r e h t o p l e

h groups tospeakEngilsho rhelpt hemwhen t heyfound

tl u c if fi d y n

a i esinl earning.

.

2 Mo itva iton

m “ , ) 1 0 0 2 ( r e m r a H o t g n i d r o c c

A oitvaiton i ssome kind o finterna ld irve

g n i h t o d o t e n o e m o s s e h s u p h c i h

w si nordert oachieves omething” (p.51 .)Ad irve

a s

i strongsitmulu swhichi nsis tsomeonet odo acitons (Teevan& Briney ,1964) .

n a e m n o it a v it o m , h c r a e s e r s i h t n

I s tha tthe student spay atteniton to both the

e r a y e h t , s e d i s e B . y r o t s g n il l e t e r e li h w s d n e ir f r i e h t d n a n o it a n a l p x e s ’ r e h c a e t

o t g n il li

w g te involved acitvely du irng t heteaching and l earning process .In t hi s

h c r a e s e

r , t heresearche rwli luse t he presence o fstudents ’firend wtihin a group

e h t d n

a cooperaitveacitviite stomoitvatet hemtos peakEngilsh.

.

3 SpeakingSkill

) 3 0 0 2 ( y e li a

B states tha tspeaking i sa producitve ora lskli lconsisti ng

. g n i n a e m e v i g o t d e c u d o r p e r a t a h t s e c n a r e tt u l a b r e

(25)

e h t s i h c r a e s e

r use of Engilsh language in speaking by students whlie doing

.s t n e d u t s r e h t o h ti w n o it c a r e t n

i Student swli lge toppo truntiytospeaki npari sand

w y e h t ,t o l a g n i c it c a r p y b , e r o f e r e h T . s p u o r g l l a m s n

i li lbemoref amiilart ospeak

. h s il g n E

.

4 XII PS3Student so fSMANege ir1Depok 3

S P I I

X i s one o f the classe s in SMA Neger i 1 Depok , Sleman ,

e h t n o d e s a B . a tr a k a y g o

Y researcher’sexpeirenceand observaiton when shewa s

r e h g n i o

d Program Pengalaman Lapangan (PPL) ,thi sclassi st hemostt alkaitve

s s a l

c in SMANegeri1Depok.I tconsist so f38 students .Mos toft hemhavegood

n o it a r e p o o

c inl earningwtihothers tudentsi nt heclas .s

.

5 ClassroomAcitonResearch

s i h c r a e s e r n o it c a m o o r s s a l

C researchinwhichsomeoneparitcipatesi nt he

d n a , r e h t e g o t e c it c a r p d n a y r o e h t g n i g n ir b f o s s e c o r

p b irnging aciton and

n o it c e lf e

r togethe rin a systemaitc proces s(Reason & Bradbury ,2001). Thi s

c

a iton research i susually doneby t eacherst o i mprove t eaching’ squaltiyi n t hei r

. ) 9 0 0 2 , r e lt r e M ( s m o o r s s a l

c Therefore, i n t hi sresearch, t he researche rwli ldo an

d n a y r o e h t n o d e s a b n o it c

a atferdoingt heaciton, t heresearcherr e lfect son wha t

e v a

(26)
(27)
(28)

0 1

.

b KeyElement so fCoopera itveLanguageLearning

o t g n i d r o c c

A Kessle r(1992) ,there are ifve key element so fcooperaitve

. g n i n r a e l e g a u g n a

l

)

1 PosiitveInterdependence

s i p u o r g a n i r e b m e m a f o s s e c c u s e h t , e c n e d n e p e d r e t n i e v it i s o p n I

t o n n a c t n e d u t s a t a h t s n a e m t I . s r e b m e m r e h t o e h t f o s s e c c u s e h t h ti w d e t a i c o s s a

l i a f r o d e e c c u s s t n e d u t s , s d r o w r e h t o n I . d e e c c u s s r e b m e m l l a s s e l n u d e e c c u s

g o

t ether .Johnson&J ohnson( 1994 )addthati nposiitvei nterdependence,s tudent s

b i s n o p s e r o w t e v a

h iilites :to learn the assigned mateira land to make sure al l

e v it i s o p t a h t s e t a t s ) 2 9 9 1 ( r e l s s e K . l a ir e t a m d e n g i s s a e h t n r a e l o s l a s r e b m e m

n e p e d r e t n

i dencecanbecreated byt hetasksrtucture, thewayoutcome ssrtuctured

t s i s n o c e r u t c u rt s s e m o c t u o e h T . d e n if e d e r a d e r u t c u rt s s n a e m d n

a s of t wo patrs :

l a o

g -srtucturedi nterdependence, fo rexampleby assigning asinglegroupproduc t

d r a w e r d n

a -srtuctured interdependence, fo rexample by giving bonu spoint st o

t n e d u t s h c a

e o fagroup i fal loft hemember scould ge tcetrain score .Meanwh lie ,

c e r u t c u rt s s n a e m e h

t onsists o fthree pa trs . The fris tpar ti sr - uolesrt ctured

n e p e d r e t n

i denc , e fo rexamplebyassigningd fiferentr ole stoeachstud entwtihina

s i p e t s d n o c e s e h T . p u o r

g mateirals-srtuctured interdependence, fo rexample by

v o r p ( p u o r g a n i d e s u s e c r u o s e r e h t g n it i m

il ide oneworkshee tfo ra group) .The

s i p e t s t s a

l r -ule srtucturedi nterdependence, fo rexampleagroupcanno tmovet oa

(29)
(30)

2 1

p u o r g h ti w , s s a l c e l o h w e h t h ti w e r a h s o t m o d n a r t a t n e d u t s a g n il l a c y b s i

r e g d o R & s d r a h c i R ( p u o r g r e h t o n a h ti w r o , s r e b m e

m s ,2001) .Meanwhil , e the

y ti v it c a t x e n e h t o t n o e v o m t o n y a m p u o r g e h t n e h w s t s i x e y ti li b a t n u o c c a p u o r g

r e b m e m l l a l it n

u s ifnish t het ask ( Kessler ,1992 .)Kessler( 1992 )addst ha taway

a e r u s n e o

t ccountablitiyi st hrought esitng.

)

4 Socia lSkills

o c c

A rding to Kessler (1992) s , ocia lskill sare related to how students

r e h t o h c a e o t t c a r e t n

i .The students’ i nteraciton i nclude show t o achieveacitvtiy

r

o task objecitve sand how student sinterac tto each othe ra steam-mates .The

k s a t f o e l p m a x

e -related socia lskill sareasking fo rexplanaiton ,explaining i deas ,

d n a , n o it a c if ir a l c g n it s e u q e r , n o it a m r o f n i g n i v i g , s r e h t o f o s a e d i g n it a r o b a l e

e li h w n a e M . s r e h t o f o g n i d n a t s r e d n u g n i k c e h

c , theexampleo fgroup-relateds ocia l

s r e h t o g n i k s a , s n o it u b ir t n o c ’ s r e h t o g n it a i c e r p p a e r a s ll i k

s t o cont irbute ,praising

s r e h t

o ,keepingconversaitonquie tandcalm ,andkeepingt hegroupont ask.

)

5 StructuringandStructures

s e r u t c u rt s d n a g n ir u t c u rt

S a rehow t o organizestudents’i nteracitonswtih

e h

t conten t and wtih each other. There are some examples o f cooperaitve

s e it i v it c a g n i n r a e l e g a u g n a

l proposed by Olsen and Kagan (1992 )a sctied in

d r a h c i

R s andRod s ger (2001 ,p.198) .F rist ,three-stepi nterview :student sworki n

n e h t , w e i v r e t n i s a r e h t o e h t d n a r e w e i v r e t n i s a e n o ; s ri a

p theyr everser oles .At the

t a h w s e r a h s t n e d u t s h c a e , d n

e i s learned du irng the interviews . Second ,

e l b a t d n u o

r :there i sa piece o fpape rand one pen fo reach group .One studen t

e k a

(31)

r o e n o d s i ti f

I ally,i ti scalledRoundRobin .Thrid ,think- rp -ai share:t eache rask s

t n e d u t s n e h t d n a , n o it s e u q

a s discus sthe answe rwtih a patrner .Students share

.s s a l c e h t h ti w e s n o p s e r ’ s r e n tr a p r i e h

t Fou trh ,solve- rp -ai share: t eache rpose sa

m e l b o r

p . Each studen thast o ifnd a soluiton i ndividually and t hen explain show

e v l o s y e h

t ti i n an i nterview o rRound Robin srtuctures .Fi tfh ,numbered heads:

s d a e h r i e h t t u p s t n e d u t S . n o it s e u q s k s a r e h c a e t d n a m a e t n i f f o r e b m u n s t n e d u t s

p x e n a c e n o y r e v e e r u s e k a m d n a r e h t e g o

t laint heanswer .Then ,theteachercall sa

. n o d e ll a c e b o t s d n a h r i e h t e s i a r r e b m u n t a h t h ti w s t n e d u t s d n a r e b m u n

.

c Teacher’ sRolesi nt heCoopera itveLanguageLearningClassroom

o t g n i d r o c c

A McDonel lin Kessle r(1992) ,teachers in the cooperaitve

g a u g n a

l e learning classroom hav e some role ssuch a steache ra san inqurier ,

.t n e g a e g n a h c d n a , r o t a ti li c a f ,r e v r e s b o , r o t a e r c

)

1 Teacherasi nquirer

, s r e ri u q n i s

A “teacher sknow t hatt hei rcompetencyr est son explo irng t he

a h c a e t s r e h c a e t w o h f o s e s s e c o r p g n i y lr e d n

u nd student slearn” (p. 164) .They

d n a e n i m a x e y e h T . o d y e h t t a h w n a h t r e h t a r g n i h t e m o s o d y e h t y h w w o n

k a sk

s e u l a v , s f e il e b r i e h

t , o rassump iton .sI nordert omakeaplanf ort hestudent ,st hey

r i e h t w o n k o t d e e

n students; how t hei rstudentsl earn, and acquriet hei rfris tand

. e g a u g n a l d n o c e

s They also appreciate the dfiference so fstudents ’cutlure and

if o r p e g a u g n a

l ciency which they b irng to the classroom .They beileve tha tthe

r e h c a e

t -driected need t o bereplaced by organizing classroom i n a l anguage- cir h

ri v n

(32)
(33)
(34)

6 1

a , s n r a e

l n d become sa more complete teacher” (Bissex & Bullock , 1987 in

.) 2 9 9 1 , r e l s s e

K

.

2 Mo itva iton

s e s s u c s i d t r a p s i h

T threethings .Theyaredeifniitono fmoitvaiton,t ype so f

a c i d n i d n a , n o it a v it o

m tor so fmoitvaiton.

.

a De ifniitono fMo itva iton

g n i n i m r e t e d n i e l o r t n a tr o p m i n a s a h n o it a v it o

M whethe rthe learning i s

s li a f r o s d e e c c u

s (Dornyei ,2005) .According to Schunk ,Pintirch ,and Meece

) 2 0 0 2

( , moitvaitoni s“theproces swherebygoal-driectedacitvityi si nsitgatedand

. p ( ” d e n i a t s u

s 4) .Because tii saprocess ,peoplecan observemoitvaiton t hrough

g n i o d n i tr o f f e d n a e c n e t s i s r e p , s k s a t f o e c i o h c e h t y b e l p m a x e r o f e n o d s n o it c a

“ . g . e ( s n o it a z il a b r e v d n a , g n i h t e m o

s Ir eallywantt oworkont his”) . tImeanst hat

d r o w g n it t u p n i tr o f f e e g a r u o c n e o t s l a o g s e v l o v n i n o it a v it o

m s intoaciton.

, k n u h c

S e ta.l (2002 )state t hat both physica land menta lacitvtiy a re

r e h t o d n a , e c n e t s i s r e p , tr o f f e s li a t n e y ti v it c a l a c i s y h P “ . n o it a v it o m n i d e ri u q e r

M . n o it c a t r e v

o enta l acitvtiy include s such cogniitve aciton s a s planning ,

d n a , s m e l b o r p g n i v l o s , s n o i s i c e d g n i k a m , g n ir o ti n o m , g n i z i n a g r o , g n i s r a e h e r

. p ( ” s s e r g o r p g n i s s e s s

a 5) .Therefore ,moitvaiton i san impo tran tbase fo ral l

i v it c a t s o m h c i h w n i s e it i v it c a ’ s t n e d u t

s ite stha tstudent stake are toward thei r

s l a o

g . When student s are moitvated ,they wli lshow thei r interes t in doing

g n i k r o w , s e it i v it c

a whole-hea tredl ay nddiilgenlty ,havinghighs efl-con ifdent ,and

(35)
(36)

8 1

tt a , t p e c n o c f l e s , y r e t s a

m tiudes ,and developmenta lage .Meanwhlie, t he externa l

t s i s n o c o s l a s r o t c a

f o fsomesubcomponent ssuch a ssigni ifcan tother ,s t henature

,s r e h t o t n a c if i n g i s h ti w n o it c a r e t n i f

o thel earningandthebroade rcontex.t

n r o

D yei 0(2 05 ,p .22 )alsoexplainsaproces smode lofl earningmoitvaiton

h c i h w m o o r s s a l c 2 L e h t n

i consist so fthree stages :preacitona lstage ,acitona l

e g a t

s , and postacitona lstage .The fris tphase i schoice moitvaiton (preacitona l

t s a h n o it a v it o m s i t a h t ) e g a t

s o be generated because i t wli llead students ’

s a h n o it a v it o m e c i o h c e h T . d e v e i h c a e b o t s k s a t r o s l a o g e h t f o n o it c e l e

s three

: s n o it c n u f l a n o it a v it o

m setitng goals ,forming inteniton sand launching aciton.

s i e s a h p d n o c e s e h

T execuitvemoitvaiton (acitonalstage)t hati smaintaining and

i d g n i c a f e li h w n o it a v it o m d e t a r e n e g e h t g n it c e t o r

p srtacitng in lfuence swhich

e k a

m student s fee ld fiifcul t to accomp ilsh thei rtasks . Thi sphase ha sthree

g n i o g n o , s k s a t b u s t u o g n i y r r a c d n a g n it a r e n e g : s n o it c n u f l a n o it a v it o

m appraisa lo f

c a d n a , t n e m e v e i h c a s ’ e n

o iton conrto l (sefl-regulaiton .) The las t phase i s

l a n o it a v it o

m retrospeciton (postacitona lstage)t hat i sabou thow t hing swen tby

s a h o s l a e s a h p s i h T . n o it a u l a v e n o it c e p s o rt e r g n i o

d three moitvaitona lfuncitons :

m r o

f ing causa lattirbu itons ,elaboraitng standard sand srtategies ,and dismissing

. g n i n n a l p r e h tr u f d n a n o it n e t n

i

.

3 TeachingandLearningSpeakingi nSeniorHighSchool

g n i k a e p

S i sa producitve ora lskli lconsisitng verba lutterance stha tare

e v i g o t d e c u d o r

(37)
(38)
(39)
(40)

2 2

)

1 develop a plan o fciritcally informed aciton to improve wha ti s p

a h y d a e rl

a pening, )

2 actt oi mplementt heplan, )

3 observet heeffect soft heciritcallyi nformedacitoni nt hecontexti n d

n a , s r u c c o t i h c i h w )

4 relfec tont heseeffect sast hebasi sfo rfutrhe rplanning ,subsequen t o

i s s e c c u s a h g u o r h t , n o o s d n a n o it c a d e m r o f n i y ll a c it ir

c nofs tage .s

. h c r a e s e r n o it c a m o o r s s a l c g n it c u d n o c n i t n a tr o p m i y ll a e r e r a s p e t s e s o h T

e r u g i

F 2.1 .Kemmi sandMcTaggar’t sMode lo fClassroomAcitonResearch

.

B Theoreitca lFramework

r e t s a m o t e v a h s t n e d u t s l o o h c S h g i H r o i n e

S Engilsh speaking skill .

w o

H ever ,mos tstudent sespecially i nXII PS 3 fo SMA Negeri1 Depokw ereno t

e s u o t d e ir t r e h c r a e s e r e h t , e r o f e r e h T . h s il g n E k a e p s o t h g u o n e d e t a v it o m

e g a u g n a l e v it a r e p o o

c learningmethodt ohelpt hemt oincreasethei rmoitvaiton to

. h s il g n E k a e p

s Cooperaitve language learning (CLL )i sa group learning where

o v n i e r a s t n e d u t

(41)

e m e l p m i o t r e d r o n

I n t the use cooperaitve l anguage method in speaking ,

) R A C ( h c r a e s e r n o it c a m o o r s s a l c a d e t c u d n o c r e h c r a e s e r e h

t tha tconsisted o f

e s e r s i h t n I . s p e t s g n it c e lf e r d n a , g n i v r e s b o d n a g n it c a , g n i n n a l

p arch , the

n o d e s a b R A C d e t c u d n o c r e h c r a e s e

r Kemmi sand Mctaggar’t smodel .In thi s

. e m it e m a s e h t t a e n o d e r e w s p e t s g n i v r e s b o d n a g n it c a e h t ,l e d o m

t g n it c u d n o c e li h

W he research ,the researche rrefe rred to the theo ire so f

. g n i n r a e l e g a u g n a l e v it a r e p o o

c The researche rwould prepare speaking acitviites

n

i group .Thegroup acitviite sin t het eachingand l earning proces swouldcontain

y e k e h

t element so fcooperaitve language learning by Kessle r (1992 )which

f o s t s i s n o

c posiitvei nterdependence,t eamf ormaiton ,accountablitiy,s ocials kills ,

.s e r u t c u rt s d n a g n ir u t c u rt s d n

a By involvingt hestudentsi ncooperaitveacitviites ,

d l u o w y e h

t help each otheri n group and t hey would a lso havemoreoppo truntiy

s i h t g n i o d y b , n o i s u l c n o c n I . n o it a s r e v n o c r i e h t n i h s il g n E e s u d n a k a e p s o t

d l u o c h s il g n E k a e p s o t n o it a v it o m ’ s t n e d u t s t a h t d e t c e p x e s a w t i , h c r a e s e r

(42)
(43)
(44)
(45)

. a i s e n o d n I n i a tr a k a y g o Y , n a m e l

S Thisr esearchwa sdonebydoingobservaitoni n

s s a l

c X IIPS 3 on July 28 ,2011 .Then ,the researche rimplemented cooperaitve

g n i n r a e l e g a u g n a

l method in teaching speaking in two cycle s wh lie being

n o s g n it e e m o w t n i d e t c u d n o c s a w e l c y c t s ri f e h T . s r e v r e s b o e d i s t u o y b d e v r e s b o

d e t c u d n o c s a w e l c y c d n o c e s e h t , e li h w n a e M . 2 1 0 2 , 5 l ir p A d n a 2 1 0 2 , 9 2 h c r a M

d e t c u d n o c s a w e l c y c e s o h T . 2 1 0 2 , 2 1 l ir p A n

o a t12.05– 13.35i nt hea tfernoon.

.

C ResearchParitcipants

e h

T paritcipants o fthi sresearch were the student sof X IIPS 3 ni SMA

, k o p e D 1 i r e g e

N Yogyaka train t he2011/2012 academic year .They consisted of

s t n e d u t s 8

3 ;17maleand2 1females tudent .s

e s a

B dont heobservaitonconductedi nJuly2011whliedoinghe rProgram

n a g n a p a L n a m a l a g n e

P in SMA Negeri 1 Depok ,the researcher found tha tthe

f o s t n e d u t

s X IIPS 3 had low moitvaiton to speak Engilsh in the classroom .

r e h c r a e s e r e h t , e r o f e r e h

T proposedasoluiton t o t heproblembyusingcooperaitve

languagelearningmethodtomoitvatet hestudentst ospeakEngilsh .Here,t heuse

g n i n r a e l e g a u g n a l e v it a r e p o o c f

o method would give more oppo trun tiy fo r

p u o r g n i s d n e ir f ri e h t h ti w h s il g n E k a e p s o t s t n e d u t

s s.

.

D ResearchI nstrument sandDataGatheringTechnique

e h T . s t n e m u rt s n i e m o s d e s u r e h c r a e s e r e h t , h c r a e s e r s i h t t c u d n o c o T

s n o it a v r e s b o e r e w r e h c r a e s e r e h t y b d e s u s t n e m u rt s n i h c r a e s e

r which consis to f

s e t o n d l e if d n a s t s il k c e h c n o it a v r e s b

o , quesitonnarie , intervie ,w tests, and

s e ir a i d ’ s t n e d u t

(46)
(47)
(48)
(49)

r e v r e s b o e d i s t u o r o f s e t o n d l e if f o t n i r p e u l B . 3 . 3 e l b a T

e m i

T Events Purpose

s e it i v it c A m o o r s s a l C

f o s t n i o P d n a

n o it n e tt A ’ 0

3 to know wha thappensin the fris t30 minute so f

s s e c o r p g n i n r a e l d n a g n i h c a e t ’

0

3 to know wha thappens in t he nex t30 minute so f

s s e c o r p g n i n r a e l d n a g n i h c a e t ’

0

3 to know wha thappens in the las t30 minute so f

s s e c o r p g n i n r a e l d n a g n i h c a e t

.

2 Quesitonnaire

q e h

T uesitonnarie i smade to know the students ’knowledge ,opinions ,

s s e c o r p n i a tr e c f o s e c n e ir e p x e d n a , s a e d

i (Wallace ,1998 .) Hopkins( 2008 , p.120 )

g n i s u t a h t s y a

s aquesitonnarie give ssomebeneftis .Oneoft hem i s ti i seasy t o

. e m it h c u m o n d e e n d n a t c u d n o

c In the quesitonnarie ,the researche rprovided

e s o l

c -ended and open-ended quesiton sfo ra ll students fo X IIPS 3 to answer .In

e s o l c e h

t -ended patr ,the student sneeded to g ive a check in o ne column of the

n e p o e h t n i e li h w d e d i v o r p s r e w s n

a -closed patr , they needed to answe rthe

. n o it a n a l p x e e m o s h ti w s n o it s e u q

e s o l c r o f e r i a n n o it s e u q e h t f o t n i r p e u l B . 4 . 3 e l b a

T -endedquesitons

n o it s e u

Q Purpose

3 , 2 ,

1 toknows tudents ’opinionabou tEngilsh 7

, 6 ,

4 to know whethe r cooperaitve language learning method d

u t s s p l e

h entsi nl earningEngilsho rnot 1

1 , 0 1 , 9 ,

5 toknows tudents ’opinion swhlies peakingi ngroup 7

1 , 6 1 , 5 1 , 2 1 ,

8 toknows tudents’f eeilng satfers peakingEngilshi ngroup 4

1 , 3

1 toknows tudents ’const irbuitonsi ngroup 2

2 , 1 2 , 0 2 , 9 1 , 8

1 to know students ’opinion ont herif irend swhlieworkingi n p

(50)
(51)
(52)
(53)
(54)
(55)
(56)

8 3

.

F ResearchProcedures

r e h c r a e s e r e h t , h c r a e s e r s i h t n i , d e t a t s y l s u o i v e r p s

A conductedclassroom

. h c r a e s e r n o it c

a Thereweret hreegenera lstep sdonei nt hisr esearch .Thosestep s

s ’ h c r a e s e r e h t g n it r o p e r d n a , h c r a e s e r e h t g n i o d , y d u t s y r a n i m il e r p g n i o d e r e w

.s tl u s e r

s ri f e h

T tstep wa sdoingpreilminarystudy.I nt hi sstep,t her esearche rdid

n o it a v r e s b

o s in clas sX IIPS 3 du irng teaching and learning proces sand then

o t e k il d l u o w r e h c r a e s e r e h T . n o it a v r e s b o e h t g n ir u d d n u o f m e l b o r p t a h w d e d i c e d

e m o c r e v o o t s t n e d u t s e h t p l e

h thei rproblemi ns peaking .Therefore,t her esearche r

n i h c r a e s e r o d o t n o i s s i m r e p d e k s

a clas s X IIPS 3 in BAPPEDA (Regiona l

t n e m p o l e v e

D PlanningBoard) Slemandani nSMANeger i1Depok.

t g n i o d s a w p e t s d n o c e s e h

T h e research . In thi sstep , the researche r

d e t n e m e l p m

i Kemmi sand McTaggar’t smode lo fclassroom aciton research a s

9 9 9 1 ( s n r u B y b d e ti

c ,p .33) .I tconsiste fd o some stages :planning ,acitng da n

, g n i v r e s b

o andr elfecitnga spresentedi nFigure3.1 .

C f o l e d o M s ’t r a g g a T c M d n a s i m m e K . 1 . 3 e r u g i

(57)

s t s ri f e h

T tage wa splanning the research .In thi sstage, the researche rasked

e h t l l a d e r a p e r p d n a k o p e D 1 i r e g e N A M S n i h c r a e s e r e h t o d o t n o i s s i m r e p

I . g n i v r e s b o d n a g n it c a s a w e g a t s d n o c e s e h T . d e d e e n s t n e m u rt s n i d n a s l a ir e t a

m n

n i d o h t e m g n i n r a e l e g a u g n a l e v it a r e p o o c d e t n e m e l p m i r e h c r a e s e r e h t , e g a t s s i h t

r e h c r a e s e r e h t d e v r e s b o s r e v r e s b o e d i s t u o o w T . s t n e d u t s e h t o t g n i k a e p s g n i h c a e t

e li h

w making ifeld note sand f liilng i n t wo observaiton checkilsts .Thel as tstage

t c e lf e r s a

w ing .In thi sstages ,the researche rread all t he data gathered from the

. r e h c r a e s e r e h t d n a , s t n e d u t s e h t , s r e v r e s b o e d i s t u

o T nhe ,the researche rmade

e n o d d a h e h s t a h w n o n o it c e lf e

r ;wha twen twel landwha tneeded t o bei mproved

o w t e l c y c r o

f .

e h

T l sast tepwasr eporitng.I n t hi sstage,t her esearcherr epo tredt her esul t

e n o d h c r a e s e r e h t f

o in SMA Negeri 1 Depok in the form o fdesc irp iton. The

o s l a r e h c r a e s e

r drew aconclusion t hat the u se o fcooperaitve language learning

d o h t e

m could r eallymo itvateXII PS 3studentsi n SMA Neger i1 Depokto speak

(58)

0 4

I

R

E

T

P

A

H

C

V

N

O

I

S

S

U

C

S

I

D

D

N

A

S

T

L

U

S

E

R

H

C

R

A

E

S

E

R

e h t s t n e s e r p r e t p a h c s i h

T research resul t and discussion o f the e

t a v it o m o t d o h t e m g n i n r a e l e g n a u g n a l e v it a r e p o o c f o n o it a t n e m e l p m

i X IIPS 3

n i s t n e d u t

s SMA Neger i1 Depok to speak Engilsh .The implementaiton o fthe g

n i o d r e tf a d e t c u d n o c s a w d o h t e

m the preilminary study to know the rea l f

o n o it i d n o

c XII PS3student sandt heproblemt hatt heyf acedi nl earningEngilsh . g n i k a e p s n i n o it a v it o m k c a l s t n e d u t s e h t t a h t d e w o h s y d u t s y r a n i m il e r p e h T

t , e r o f e r e h T . h s il g n

E he researche r would presen t the resul t o f the research .

n o it a t n e m e l p m i

a p e h

T ritcipant soft heresearch wereXII PS 3 student so fSMA Neger i1 k

o p e

D which consisted o f38 students .Howeve rone studen tdid no tjoin the t

a s n e p s i d r e h n o s a w e h s e c n i s s s e c o r

p ion .Therefore,t herewereonly37student s e h t e d i v i d d l u o w r e h c r a e s e r e h t ,r e t p a h c s i h t n I . h c r a e s e r e h t n i d e t a p i c it r a p o h w

d n a e n o e l c y c s a w t r a p t s ri f e h T . s tr a p o w t o t n i s s e c o r

p thesecondpar twa scycle

C . o w

t ycleonewa sconducted i n t womeeitng swhliecyclet wo wa sconductedi n c

y c h c a E . g n it e e m e n

o le consisted o f planning , acitng and observing , and g

n it c e lf e

r . The researche r conducted Kemmi s and McTaggar’t s mode l o f h

c r a e s e r n o it c a m o o r s s a l

c in which t he aciton and observaiton w e er done att he m

a

(59)
(60)
(61)

s t n e d u t s r e h t o e h t , y r o t s e h t d l o t e r t n e d u t s e n o n e h

W gavescoret o t herif irends ’

g n i k a e p

s ablitiyusingthespeakingrub ircprovided . e

h t n

I l astacitvtiy, t her esearche rwould ask thestudentst o comeback t o r e h t o o t s n o it s e u q e m o s k s a d l u o w p u o r g e n o , n e h T . ) p u o r g g i b ( s p u o r g t s ri f ri e h t

s p u o r

g int urn .Fo rexample ,GroupAwouldasksomequesitonsr elatedt ot ex tA o

t othe rgroupsorally.I twa sdonet omakesuretheothe rgroupshad understood t

x e

t Awhich readt ot hemwh lieworkingi n smal lgroups G . roup A couldchoose s

r e b m e m p u o r g h c a

e randomly to answert hequesitons .Therefore, each student p

u o r g n i d e s s u c s i d n e e b d a h t a h t y r o t s e h t d n a t s r e d n u d l u o h

s s and t hestory t ha t

d a

h been read yb othe rgroups .The score o fthe quesiton and answer session .

e r o c s p u o r g e h t s a d e s u e b d l u o

w Thegroupwhogott hehighes tscorewouldge t p

u o r g l l A . ) s t n i o p ( d r a w e

r s would ge toppo truntiy to ask quesiton sto the othe r .s

p u o r g

t s o p e h t r o

F - ale rningacitviite ,st her esearche rplanned t oaskf ou rstudent s e h t e r o f e b , t s a l t A . s s a l c e h t f o t n o r f n i y r o t s e h t ll e t e r o t s p u o r g t n e r e f fi d m o r f

s s a l

c ended,t hestudent swouldbeasked t owrtiediairesonwhatt heyf el tdu irng g

n i n r a e l d n a g n i h c a e t e h

t proces .s

e d i s e

B s prepairng l esson plan and mate irals fo rcycleone, t he researche r o

s l

a prepared observaiton check ilsts , ifeld note sformat ,speaking rub irc ,and g

n it ir w r o f s n o it s e u

q students ’diaires .Bothobservaitoncheckilst sand ifeldnote s o

w t a m r o

f uld be used by outside observers who would observe the researche r e h t y b d e s u e b d l u o w c ir b u r g n i k a e p s e h t , e li h w n a e M . n o it c a e h t g n i o d e li h w

y r o t s g n il l e t e r e li h w s d n e ir f r i e h t s s e s s a o t s t n e d u t

(62)
(63)
(64)
(65)
(66)
(67)

, g n it e e m t s ri f s i h t n

I the ifve key element so f cooperaitve language g

n i n r a e

l were implemented well .In the fris tacitvtiy when the researche rasked n

o i n i p o r i e h t f o s t n e d u t s e h

t s about spoo f tex t using think- rp -ai share , one d r a h c i R n i ) 2 9 9 1 ( n a g a K & n e s l O y b s e it i v it c a e v it a r e p o o c f o e l p m a x

e s &

r e g d o

R s (2001) ,the student swere cooperaitve .They gave thei ranswer satfe r s

u c s i

d sing i twtih thei rpatrner . The observe ralso stated tha tmos to fthem l

e v it c a d e t a p i c it r a

p y yb igving thei ropinion s(ifeld note so fthe meeitng eo n in e

n o e l c y

c ) t .I means tha tthe tsructuring and structure t(hink- rp -ai share) w ere .

d o o g

Posiitve interdependence in each group wa screated du irng the proces s s

g n il l e t e r d e c it c a r p d a h t n e d u t s h c a e e c n i

s tory and t heother shad oa ls pracitced .t

i Johnson&Johnson( 1994 )statedt hati nposiitvei nterdependence ,student shad two responsibiilites :to learn the assigned mateira land make sure al l group

.l a ir e t a m d e n g i s s a e h t d e n r a e l o s l a s r e b m e

m In t hi spar,t thestudent salso helped s

r e h t o h c a

e du irng group discussion. An observe rstated tha tthe student spaid e c it c a r p s d n e ir f r i e h t f o e n o n e h w s d n e ir f r i e h t o t k c a b d e e f e v a g d n a n o it n e tt

a d

e t o n d l e if ( y r o t s e h t g n il l e t e

r so fmeeitng one in cycle one) .Fu trhermore ,the g

n i p u o r g s o e n e g o r e t e

h worked wel lin thi smeeitng in which the student swtih s

u o ir a

v Eng ilsh ablitiy worke d togethe rto achieve the same goal .I taffected ’

s t n e d u t

s socia lskills in interacitng wtih each membe ro fthe groups and in o

t g n it c a r e t n

i achieve the task objecitve .The student sparitcipated wel lin the p

u o r

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